Refisi developing call program
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The document outlines the steps to develop a CALL (computer-assisted language learning) program: initial planning, determining objectives, selecting materials, choosing software, determining tasks, and designing program structure. It discusses selecting grammar structures as material, using Toolbook software to create an interactive interface, and analyzing learning tasks. Principles for an effective CALL program include interactivity, usability, appropriate content, effectiveness, and performance. The conclusion states that CALL programs can be an effective way to teach and learn English.
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Ict designing call
This document outlines the 7 key steps in designing a CALL (Computer Assisted Language Learning) program: 1) Initial Planning, 2) Determining Objectives, 3) Choosing the Type of Program, 4) Selecting Materials, 5) Choosing Software, 6) Determining Tasks, and 7) Designing the Program Structure. It provides examples and details for each step, such as choosing a tutorial program, selecting grammar as the material, and using ToolBook 3.0 software which allows for text, graphics, audio and video. The overall goal is to create an interactive and effective CALL program to help improve students' language skills.
Designing CALL
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting appropriate materials.
2) Choosing from different program types like tutorials, games, or simulations.
3) Selecting suitable software, considering flexibility and usability.
4) Structuring the program with clear tasks and feedback to promote interactivity.
Theories and Design Principles of Multimedia Courseware for Teaching Arabic V...
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This study attempts to analyze and evaluate theories and design principles for design and development of multimedia program for teaching and learning Arabic vocabulary. The researchers mentioned about the research tools, research samples and steps which are related to the design and development process. The study proposes the implementation of social constructivism theory proposed by Vygotsky (1978), theory of second language acquisition by Krashen (1984), theory of multimedia learning by Mayer (2001) and ADDIE instructional model by Dick & Carey (1990). Various subjects matter experts in teaching Arabic as a second language and instructional design (ID) have participated in the study. The outcome from this research will later be used by the researcher in the design and development processes.Developing call program
The document outlines the initial steps in designing a CALL (computer-assisted language learning) program, including determining objectives, selecting appropriate materials, choosing software, and determining tasks. Some key points discussed are: 1) Objectives should guide the program design and examples include developing listening skills; 2) Common CALL program types are drill and practice, games, tutorials, simulations, and problem solving; 3) Materials should be selected based on students' needs and may include nouns, articles, verbs, tenses, and conjunctions for Indonesian learners of English.
CALL
1) The document discusses computer-assisted language learning (CALL), including defining CALL, types of CALL programs and materials, types of CALL activities, and the roles and advantages/disadvantages of computers in language teaching.
2) Types of CALL programs and materials include CALL-specific software, generic software like word processors, and web-based learning programs like online dictionaries and communication tools.
3) Computers can be used as tutors, tools, and mediums of communication to support language learning in the classroom or for independent study.
Computer assisted language learning
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
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This document provides an overview of computer-assisted language learning (CALL). It defines CALL as any use of computer technology to support language learning. CALL aims to improve teachers' productivity, material development, and education. The document discusses different approaches to CALL including interactionist and sociocultural perspectives. It also outlines the history and evolution of CALL from early academic projects to today's focus on areas like intelligent CALL, web 2.0 technologies, mobile learning, and virtual worlds.
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Ict designing call
This document outlines the 7 key steps in designing a CALL (Computer Assisted Language Learning) program: 1) Initial Planning, 2) Determining Objectives, 3) Choosing the Type of Program, 4) Selecting Materials, 5) Choosing Software, 6) Determining Tasks, and 7) Designing the Program Structure. It provides examples and details for each step, such as choosing a tutorial program, selecting grammar as the material, and using ToolBook 3.0 software which allows for text, graphics, audio and video. The overall goal is to create an interactive and effective CALL program to help improve students' language skills.
Designing CALL
The document discusses the process of designing a CALL (Computer Assisted Language Learning) program. It outlines several key steps:
1) Determining objectives and selecting appropriate materials.
2) Choosing from different program types like tutorials, games, or simulations.
3) Selecting suitable software, considering flexibility and usability.
4) Structuring the program with clear tasks and feedback to promote interactivity.
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This study attempts to analyze and evaluate theories and design principles for design and development of multimedia program for teaching and learning Arabic vocabulary. The researchers mentioned about the research tools, research samples and steps which are related to the design and development process. The study proposes the implementation of social constructivism theory proposed by Vygotsky (1978), theory of second language acquisition by Krashen (1984), theory of multimedia learning by Mayer (2001) and ADDIE instructional model by Dick & Carey (1990). Various subjects matter experts in teaching Arabic as a second language and instructional design (ID) have participated in the study. The outcome from this research will later be used by the researcher in the design and development processes.Developing call program
The document outlines the initial steps in designing a CALL (computer-assisted language learning) program, including determining objectives, selecting appropriate materials, choosing software, and determining tasks. Some key points discussed are: 1) Objectives should guide the program design and examples include developing listening skills; 2) Common CALL program types are drill and practice, games, tutorials, simulations, and problem solving; 3) Materials should be selected based on students' needs and may include nouns, articles, verbs, tenses, and conjunctions for Indonesian learners of English.
CALL
1) The document discusses computer-assisted language learning (CALL), including defining CALL, types of CALL programs and materials, types of CALL activities, and the roles and advantages/disadvantages of computers in language teaching.
2) Types of CALL programs and materials include CALL-specific software, generic software like word processors, and web-based learning programs like online dictionaries and communication tools.
3) Computers can be used as tutors, tools, and mediums of communication to support language learning in the classroom or for independent study.
Computer assisted language learning
This document provides an overview of computer-assisted language learning (CALL). It defines CALL and outlines its history from behavioral CALL in the 1960s-1970s, which used drills and grammar instruction, to communicative CALL in the 1970s-1980s, which focused on using language forms, to integrative CALL today, which fully integrates technology into teaching. The document also discusses the main roles of computers in language classrooms as tutors, tools, and tutees. It lists advantages, such as increased motivation and individualization, and disadvantages, like insufficient speaking programs and handling unexpected situations.
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This document provides an overview of computer-assisted language learning (CALL). It defines CALL as any use of computer technology to support language learning. CALL aims to improve teachers' productivity, material development, and education. The document discusses different approaches to CALL including interactionist and sociocultural perspectives. It also outlines the history and evolution of CALL from early academic projects to today's focus on areas like intelligent CALL, web 2.0 technologies, mobile learning, and virtual worlds.
Computer assisted language learning
The document discusses the use of computer-assisted language learning (CAL) in education. It outlines several key points:
1) CAL aims to utilize computers to facilitate the learning process and make it more interactive and flexible compared to traditional methods.
2) The development of information technology has stimulated the use of computers in education and the field of computer-assisted instruction.
3) CAL provides several advantages for language learning including increased motivation, individualization, feedback, and allowing students to learn at their own pace. However, it also faces limitations such as cost and the need for trained teachers.
4) Both the benefits and challenges of CAL should be understood to best apply it in language classrooms. While
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This document discusses the advantages and disadvantages of using computers in language classrooms. It outlines many advantages of computer-assisted language learning (CALL), including providing immediate feedback, motivating students, integrating language skills, and allowing learning outside the classroom. However, it also notes disadvantages, such as inadequate access to computers, technical problems, high costs, and the potential for computers to replace teachers. The conclusion states that while CALL provides benefits, teachers must understand both its strengths and weaknesses when deciding whether and how to incorporate computers into their English as a second language (ESL) classrooms.
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CALL is computer-assisted language learning that uses computer programs to encourage interactive language learning outside the classroom in a different way than traditional methods. The teacher's role is as a tutor who provides students information and feedback to complete specific tasks and to prepare dynamic, interactive classes. CALL programs and websites are resources that can reinforce classroom learning.
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This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
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Computer Assisted Language Learning (CALL) involves using computers to improve language learning. There are three phases of CALL: behavioral CALL from 1960-1970 focused on drills; communicative CALL from 1970-1980 emphasized using language forms; and integrative CALL from 1980-present uses multimedia and networks. CALL programs include software specific to language learning, generic software, web-based programs, and computer-mediated communication. Computers can serve as tutors, tools, and mediums of communication to enhance language instruction. Future developments in areas like natural language processing may further impact CALL.
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This document discusses using computers and CALL (Computer Assisted Language Learning) to develop study skills. It outlines some key study skills like different learning styles, networking, communication skills, and note-taking. Computers are presented as a modern technological tool that can be used for language learning in classrooms. CALL allows for customized instruction, practice without time limits, and immediate feedback. While programming CALL lessons requires time, the benefits of increased motivation, individualized instruction, and information access outweigh potential drawbacks.
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The document summarizes the history and development of Computer-Assisted Language Learning (CALL) in three phases: 1) Behavioristic CALL focused on drills and practice, 2) Communicative CALL emphasized authentic communication, and 3) Integrative CALL integrated multimedia and the internet. It describes approaches within each phase including the computer as tutor, stimulus, and tool. The future of CALL is seen to increasingly incorporate human language technologies like natural language processing.
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Computer-assisted language learning (CALL) involves using computers to support and enhance language teaching and learning. CALL encompasses issues related to materials design, technologies, pedagogical theories, and modes of instruction. CALL materials can be either generic software adapted for language learning, or software designed specifically for language learning. The history of CALL began in the 1960s with mainframe computers used for drill-and-practice activities. CALL expanded in the 1980s with the rise of microcomputers and word processing. Today, CALL utilizes various technologies like the Internet, blogs, podcasts, and more. Related disciplines include human-computer interaction, instructional technology, psychology, and applied linguistics.
The 4th call presentation
The document discusses the initial planning process for developing a CALL (computer-assisted language learning) program. It involves 6 steps: 1) determining objectives, 2) choosing types of programs (linear vs branching), 3) selecting materials, 4) choosing software, 5) determining tasks, and 6) structuring the program design with information, content, and exercises sections. A CALL program should also follow 5 principles: interactivity, usability, appropriate content, effectiveness, and performance.
The 4th call presentation
1. The document discusses the initial planning process for developing a CALL (computer-assisted language learning) program, including determining objectives, choosing linear or branching program types, selecting appropriate materials, choosing software, determining learning tasks, and structuring the program design.
2. Key steps in initial planning include determining objectives, selecting two types of programs, choosing software like ToolBook 3.0, and structuring the program into an information section, content section, and exercise section.
3. A well-designed CALL program follows five principles: interactivity, usability, content appropriateness, effectiveness, and performance.
The 4th call presentation
1. The document discusses the initial planning process for developing a Computer-Assisted Language Learning (CALL) program. This includes determining objectives, choosing between linear and branching program types, selecting appropriate materials, choosing software, determining learning tasks, and structuring the program design.
2. Program design typically involves three parts: information, content presented with pop-up windows, and exercises to assess understanding.
3. CALL programs are usually based on five principles: interactivity, usability, appropriate content, effectiveness, and performance/attractiveness.
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Refisi developing call program
- 1. Arranged by: Upit Sarimanah Nunung N Imtihan Hanim
- 2. DEVELOVING CALL PROGRAM I. INTRODUCTION II. Designing and Evaluating CALL Program 1. Initial Planning 2. Determining Object 3. Choosing types 4. Selecting material 5. Choosing software 6. Determining task 7. Designing structure 8. Principles for designing& testing III. CONCLUSION
- 4. 2. Determining Object CALL PROGRAM AIMS: To provide a self- access learning resource that can be utilized by learners of English.
- 5. Let’s see the sample of interactive CALL !
- 6. Selecting materials Determining objective Types of programs Choosing software Determining tasks Structuring program design
- 7. CALL Program aims to provide a self access learning resource that can be utilized by learners of English, such as to improve their proficiency in English grammar
- 8. There are several types of computer-based program commonly used in language learning Drill and practice Games Tutorial Simulation Problem solving demonstration
- 9. According to the Richards and Rogers (1985) discuss the role of materials in the context of their “Method” model of instructional system According to the Hartoyo ( 1998 ) the material covered in the program developed consist of the grammatical structures
- 10. According to the self access computer mediated language learning program developed, for instance was designed using Asymatrix Multimedia toolbook3.0 Toolbook offers the aplications programmer quick access to the common features of the windows environment.it can include a sophisticated graphical user interface with such elements as windows, menus, dialogue boxes and graphic controls.
- 11. …..Continued D. Determining task Wilson (1994), who conduct a study on the CALL package for learning English as a foreign language, suggested that before designers can build CALL system that “Understand” their users, they must be able to analyse what learning task should be provided to stimulate interaction between the user and their computer. E. Designing Structure of The program
- 12. 2.8 Principles for Designing and Testing the CALL Program 1. Interactivity (feedback & instruction) 2. Usability (flexibility) 3. Content Appropriateness 4. Effectiveness 5. Performance (attractiveness)
- 13. CONCLUSSION In sum up, CALL program is one of effective ways of english language teaching and learning. A number of studies reported its effectiveness in assisting in learning english.